Using Clickstream Data Mining Techniques to Understand and Support First-Generation College Students in an Online Chemistry Course

Although online courses can provide students with a high-quality and flexible learning experience, one of the caveats is that they require high levels of self-regulation. This added hurdle may have negative consequences for first-generation college students. In order to better understand and support students' self-regulated learning, we examined a fully online Chemistry course with high enrollment (N = 312) and a high percentage of first-generation college students (65.70%). Using students' lecture video clickstream data, we created two indicators of self-regulated learning: lecture video completion and time management. Performing a k-means clustering on these indicators uncovered four distinct self-regulated learning patterns: (1) Early Planning, (2) Planning, (3) Procrastination, and (4) Low Engagement. Early Planning behaviors were especially important for course success-they consistently predicted higher final course grades, even after controlling for important demographic variables. Interestingly, first-generation college students classified as Early Planners achieved at similar levels as their non-first-generation peers, but first-generation students in the Low Engagement group had the lowest average grades among students. Overall, our results show that self-regulation may be an important skill for determining first-generation students' STEM achievement, and targeting these skills may serve as a useful way to support their specific learning needs.

Automated summary

The study suggests that for first-generation college students, early planning and self-regulation are crucial for success in online courses, while low engagement may result in lower average grades.